How Do School Climate and Professional Development in Multicultural Education Impact Job Satisfaction and Self-Efficacy for STEM Teachers of English Learners? A Path Analysis

• In Event: Sheraton Roundtable Session Eleven
  In Roundtable Session: The Intersection Between Quality Content Teaching and Language (Table 9)

Abstract

This study investigated the impact of school climate and professional development (PD) on teacher self-efficacy and job satisfaction for STEM teachers of English learners (ELs). The public dataset TALIS 2018, including 985 public middle school STEM teachers of ELs in the U.S, was used for the path analysis. The results showed that PD participation in multicultural education and teachers’ perceptions of school climate had significantly positive direct effects on the job satisfaction and self-efficacy of STEM teachers of ELs. The results also revealed that teacher self-efficacy mediates the relationship between school climate and teachers’ job satisfaction. This study contributes to the knowledge base on developing the capacity of STEM teachers of ELs.

Authors

• Xuan Zhou, Texas State University
  Presenting Author

• Yolanda N. Padron, Texas A&M University
  Presenting Author

• Hersh C. Waxman, Texas A&M University
  Non-Presenting Author

• Eunkyeng Baek, Texas A&M University
  Non-Presenting Author

• Sandra T. Acosta, Texas A&M University
  Non-Presenting Author